This article considers a site of practice that fosters dialogic consciousness, which I suggest is necessary to teaching social justice and diversity of thought in all sites of practice, including schools. Consciousness of one's own perspective taking and the dialogism necessary to foster voice development are grounded in a growing awareness of our own multiple perspectives or understandings of the world and ourselves. This multiplicity is grounded in how we see the world and how we think the world sees us. Such multiplicity is dynamic in that what we know about ourselves and what we think others know about us are woven through a constant interaction of public and private selves. It is in this interaction that teachers can begin to explore voice and perspective taking with students. In this article, I present how teenagers in a community-based theater ensemble used movement and writing to define their private and public selves, and conclude with possibilities for classroom practice.